Course Description
Synthesis of the baccalaureate nursing role is demonstrated by application of theories and concepts from nursing, liberal arts, and science to respond to complex and specific needs of diverse populations. Students identify and provide rationale/ justification for a project related to a specific population health challenge. Students investigate and analyze current relevant knowledge, design and implement a project to address the identified challenge and evaluate the impact. Written and oral project presentation required.
The classroom component of NUR 495 incorporates structured group assignments; see course content folders for specific information about each group assignment and the course policies for detailed guidelines. Students must be aware that all group members have equal ownership and responsibility for the end-product submitted to meet the requirements for each assignment. All group members receive the same grade for the assignment and are equally accountable to standards of academic honesty applied to the entire submission.
Course registration requires approval from the Director of the RN/ADN to BSN Program.
(4 credits- 2 credits classroom, 2 credits Practicum)
Note: Students must succeed in the practicum component of NUR 495 in order to pass the course. In order to pass the practicum component of the course students must achieve all of the following:
- A Level of Performance of Satisfactory (4) on each Practicum Student Learning Outcome (SLO) on the Practicum Evaluation Form by the end of the practicum experience
- A grade of 73% or higher on the Weekly Reflective Practicum Journal
- A grade of 73% or higher on the Poster Presentation
- Submission of midterm and final Capstone Mentor Student Assessment Surveys
- Submission of Project Planning & Implementation Timeline Worksheet, signed, at weeks 3 and 8 and/or upon faculty request
Students who do not meet these requirements will receive a grade of "F" for the entire course regardless of performance in other areas of the course.
Prerequisites
- ENG 101: English Composition 1
- ENG 102: English Composition 2
- NUR 301: Baccalaureate Nursing Role
- NUR 310: Healthcare Policy, Economics, Regulation and Ethics
- NUR 315: Nursing Research and Expanded Evidence-Based Practice
- NUR 320: Population Health
- NUR 400: Continuous Quality Improvement, Safety and Interprofessional Collaboration
- NUR 410: Organization and Systems Leadership Across the Continuum of Care
- NUR 494: Final Preparation for the Baccalaureate Capstone
- All other Liberal and General Education requirements for the BSN must be met prior to enrollment in NUR 495
Student Learning Outcomes (SLOs)
Upon completion of this course, the student will have gained knowledge about:
- Identify specific health challenges of a selected population.
- Negotiate appropriate site to accomplish project.
- Determine and describe rationale for one challenge of the population amenable to intervention.
- Identify and analyze current, relevant literature that addresses components of the population’s challenge
- Apply a broad range of theory and concepts to design a project that addresses the specific challenge.
- Implement project and assess outcomes.
- Analyze alternate strategies that could improve outcomes.
- Discuss how the project demonstrates baccalaureate nursing role competencies, has contributed to personal professional development and influences future practice.
- Exhibit scholarship including sound written and oral presentation skills.
Course Activities and Grading
| Assignments | Weight |
|---|---|
Week 1 | |
| 2.5% Component of Poster Presentation 3% |
Week 2 | |
Weekly Reflective Practicum Journal NOFCC Analysis Group Activity #1
| 2.5%
6% 3% |
Week 3 | |
Weekly Reflective Practicum Journal NOFCC Analysis Group Activity #2
| 2.5%
6% 3% |
Week 4 | |
Weekly Reflective Practicum Journal Midterm Capstone Mentor Student Assessment Surveys due Submit Project Planning & Implementation Timeline Worksheet, Signed | 2.5% Component of Formative Practicum Evaluation Component of Formative Practicum Evaluation (P/F) |
Week 5 | |
Weekly Reflective Practicum Journal Formative Practicum Evaluation NOFCC Analysis Group Activity #3
| 2.5% Component of Practicum Grade (P/F)
6% 3% |
| Week 6 | |
Weekly Reflective Practicum Journal Poster Presentation: PICO-T, NOFCC, RCA, Diagram, PDSA, IP Team NOFCC Analysis Group Activity #4
| 2.5% Component of Poster Presentation
6% 3% |
Week 7 | |
Weekly Reflective Practicum Journal Optional: Submit Complete Poster Presentation for faculty feedback AACN Domain 4: Scholarship for the Nursing Discipline: Capstone Application
| 2.5% NA
7% |
Week 8 | |
Weekly Reflective Practicum Journal Submit Project Planning & Implementation Timeline Worksheet, Signed Midterm Capstone Mentor Student Assessment Surveys Summative Practicum Evaluation Practicum Project Poster Presentations Discussion Forum | 2.5% Component of Summative Practicum Evaluation Component of Summative Practicum Evaluation Component of Practicum Grade (P/F) 30% 3% |
| Weeks 1-8: Practicum Project & all related activities: | |
| Weekly Reflective Practicum Journal | 20% |
Capstone Mentor Student Assessment Surveys | Component of Summative & Formative Practicum Evaluations |
Practicum Evaluations (using Practicum Evaluation Form) [Weeks 5 & 8] | Pass/Fail |
| Poster Presentation (3 steps: Weeks 1, 6, & 8) | 30% |
| Discussion Forums (Weeks 1, 2, 3, 5, 6, & 8) | 18% |
| Group Assignments (Weeks 2, 3, 5, & 6 ) | 24% |
| Individual Assignment (Week 7) | 8% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's Book Bundle
- Textbooks and other materials utilized throughout the program in NUR 301, 310, 315, 320, 400, and 410 may be referenced
Additional Resources
Open access resources:
- American Association of Colleges of Nursing (AACN) (2021). The Essentials: Core Competencies for Professional Nursing Education, (February 2021) Retrieved from: https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf
- American Nurses Association (2015). Incivility, Bullying, and Workplace Violence: ANA Position Statement. https://www.nursingworld.org/practice-policy/nursing-excellence/official-position-statements/id/incivility-bullying-and-workplace-violence/
- American Nurses Credentialing Center (ANCC). The ANCC Magnet Recognition Model. Magnet Recognition Program | ANCC | ANA Enterprise (nursingworld.org)
- Clark, C. (2020). An upstanding approach to address bullying in nursing. American Nurse. https://www.myamericannurse.com/an-upstanding-approach-to-address-bullying-in-nursing/
- Frankel A, Haraden C, Federico F, Lenoci-Edwards J. (2017). Institute for Healthcare Improvement. A Framework for Safe, Reliable, and Effective Care, White Paper and Slide Presentation. A Framework for Safe, Reliable, and Effective Care | IHI - Institute for HealthcareImprovement
- Massachusetts Department of Higher Education (2016). Massachusetts Nurse of the Future Core Competencies (NOFCC). https://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016.pdf
- Redulla, R. (2021). Creating a Compelling Poster. American Nurse Journal. 16:6, 14-17. https://www.myamericannurse.com/creating-a-compelling-poster/.
- Taylor, S. & Waterval, E. (2024). Electronic Peer Review and CLABSI Rates. American Nurse Journal, 19:1, 38-41. https://www.myamericannurse.com/electronic-peer-review-and-clabsi-rates/
Course Schedule
Week | PLOs | SLOs | Readings and Exercises | Assignments |
1 | 1-5, 7-10 | 1-5, 7-9 | Topics:
Resources:
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2 | 1-10 | 1-9 | Topics:
Resources:
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3 | 1-10 | 1-9 | Topics:
Resources:
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4 | 1-10 | 1-9 | Topics:
Resources:
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5 | 1-10 | 1-9 | Topics:
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6 | 1-10 | 1-9 | Topics:
*Refer to sample for Domain 10
Resources:
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7 | 1-10 | 1-9 | Topic:
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8 | 1-10 | 1-9 | Topics:
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Late Work Policy
Due to the accelerated nature of the NUR 300 & 400 courses, late work severely limits meaningful engagement with students, peers, and faculty, and jeopardizes collaboration and exchange of ideas.
All assignments must be completed and submitted to pass the course, regardless of how late.
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.